Introduction

Communities across the world are increasingly facing growing diversity resulting from global and local migration, including Indigenous families moving from their traditional areas to urban environments. In educational contexts, classrooms have become more diverse in nature, and in the future, this diversity is expected to increase (Adams, Bell and Griffin, 2007). This diversity has the potential to enrich communities, but it can also threaten social cohesion and well-being posing professional dilemmas for educators seeking to include all young people in social and educational settings. This is especially the case when those children and young people who are potentially vulnerable within education provision must compromise their identity to feel they are being included in those settings.